1. Engaging academic staff in the strategic enhancement of teaching, learning and assessment activities Elizabeth Noonan Professor Bairbre Redmond University College Dublin

2. Context 1: Internal Structures Major re-structuring of university within 3 years (2004- 2007) 11 Faculties into 5 Colleges; 80+ Departments into 35 Schools Full modularisation of all undergraduate and postgraduate programmes Strong institutional focus on research

3. Context 2: Impact of Changes Consequences of curricular and structural reforms Drop in student attendance Academic challenges arising from introduction of modularised/semesterised curriculum Clear rewarding of research output Unclear benefit for being involved in teaching.

4. Context 3: University approaches to T&L Lack of alignment for Teaching & Learning development activities Centre for Teaching & Learning working with individual enthusiastic teachers, little change/movement in this population Unrelated small T&L projects in existence, little general dissemination New Heads of Teaching appointed in each school (department) to support new structures.

5. School Teaching Heads 2005-7

6. Head of Teaching Roles Chores Timetabling, updating module descriptor forms, other tedious admin chores Admin side very burdensome due to ‘teething’ problems with computer systems T&L overwhelmed by the mechanics of modularisation rather than the substance And lack of authority “Absolute lack of authority combined with absolute responsibility”

7. Combined to Create: Working in a time of significant change Motivated staff but either dispersed or focused on “chores” Lack of clarity as to how teaching-focused effort would be rewarded Significant strategic T&L issues needing to be addressed: assessment, engagement etc without a coherent strategic framework

8. Philosophy and Opportunity National strategic fund (SIF) for Higher Education 2006/7 Key concept to join up emerging leaders and find a way of connecting them & their interests to the institution’s agenda Emphasis on rewarding current and future contributions “Developing the Learning University” (Martin, 1999) Wenger’s (2002) concept of “communities of practice” Fellowships in Teaching and Academic Development

9. Disciplines Teaching Fellows Science & Engineering Human Sciences Health Sciences KEY STAFF IDENTIFIED WITHIN A DISCIPLINE SPECIFIC/THEMATIC SKILLS MATRIX Life Sciences Arts/ Humanities Business & Law First Year Experience Developing the modular system Post- graduate education Curriculum Innovation Research Focused Teaching Assessment & Feedback Possible Thematic Areas for Development

10. Fellowships in Teaching & Academic Development A hybrid model incorporating: –Teamwork on institutional themes –Individual projects in subject area –Institutional link: University of Limerick 2 year funding stream to support 8 Fellows Communications strategy “snap effect”: high visibility and high quality branding Project commenced May 2007

11. Fellows Chosen in 2 Areas Geography & PlanningSpanish SociologyPsychology Architectural Engineering Chemical Engineering LinguisticsComputer Science

12. Fellowships in Teaching & Academic Development: Progress Two project teams established: –FYE –Student Engagement & Assessment –10 individual projects established Colloquium with University of Limerick scholars Dissemination of projects: Universitas 21, EAIR, SRHE, peer reviewed articles under development Influence on University’s Education Strategy

13. Fellowships in Teaching & Academic Development: Benefits Collaborative working: crossing the discipline boundaries Increased visibility of the Fellows as a group of experts within the University Purposeful relationship between practice research and future policy Strengthening of individual identity Internal and international dissemination of outputs from group projects and casebook of practice under development

14. Contact: Bairbre.Redmond@ucd.ie Elizabeth.Noonan@ucd.ie Fellowship website: www.fellowship.ie www.fellowship.ie